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Unit 3 Tieng Anh 12

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Period:
Period:


Date of planning:
Date of planning:
Date of teaching:
Date of teaching:


Unit 3 WAYS OF SOCIALIZING


Lesson 1


Lesson 1 READINGREADING
- Time allotted: 45 minutes


- Knowledge: read a passage talking about non-verbal communication in English


- Aim: After the lesson, student will be able to understand some more about the senses and
personal experiences directly related to the sense.


- Reference: teacher’s book
- Teaching aids: a poster, picture
PROCEDURE


PROCEDURE


T Content Teacher’s act Students’ act


5’


5



10


* WARM UP:


T shows 2 pictures in turns and asks Ss some
questions.


- Picture 1.What are they doing in the picture?
2. Do they use language?


3. Can you guess what they say to each other?
- Picture 2: What are they doing in the picture?
Do they use language?


 Answer key:


Picture 1: 1.They are taking to each other.
2. Yes, they do  Verbal


3.They may be greeting each other
Picture 2: They are waving.


No, they don’t.  Non - verbal


 Today, you will study Unit 3: Ways of Socializing
* Before you read ( page 30)


What will you do / say if:


+ you want to get your teacher’s attention in class?


+ you need to ask someone a question, but they are
busy talking to someone else?


Answer :


- If we want to get our teacher’s attention in class, we
can raise our hands slightly.


- If we need to ask someone a question, but they are
busy talking to someone else, we can…


* While you read Matching


Task 1: p 32 Give the Vietnamese equivalent to the
following words and phrases.


1.verbal: bằng lời, hữu ngôn


2. non- verbal: khơng bằng lời, phi ngôn ngữ
3. attract someone’s attention: thu hút sự chú ý
4. impolite: khơng lịch sự


5. rude: thô tục


6. informality: thân mật, không nghi thức


7. approach: tiếp caän


8. a slight nod will do: một cái gật đầu nhẹ là đủ



-Elicit


-Ask questions


- say: Verbal and
Non – Verbal are
called ways of
socializing.
-introduce new
lesson:


-Ask


-Run through
-Check that Ss
understand the word
correctly.


-Look at the
pictures and answer
the questions.


-listen


-copy down


-Answer



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15



9


1


Task 2 (p32). Choose the best title for the passage.
 Answer key


Key: A


Task 3 (p 32). Questions and answers
1. We can use either verbal or non- verbal
communication.


2. Because they are strong actions that can easily be
seen


3. We can wait until he passes near us, catch his eye,
nod slightly to let him know we would like him to
come to our table. Or we may raise our hand
slightly to show that we need assistance.


4. You can use a small friendly wave to attract his or
her attention.


5. Because it’s considered rude.
* After you read ( page 32)


Work in pairs. Discuss the meaning of whistling and
hand- clapping in Vietnamese culture.



 Expected answers: The meanings of whistling and
hand – clapping in Vietnamese culture.


Whistling Hand – clapping


- happy


-attract someone’s
attention


-relax
- …………..


- encourage someone
- despise someone
-attract someone’s
attention


- ……….
* HOMEWORK:


Reading Part A1 workbook


-read aloud


-introduce the task


-Run through.
-Go around to help.
-Call some Ss to give


the answer.


-ask the answers
-listen and correct


-introduce the task


-Move around class
to help.


-comment


-assign homework


-listen and choose
the title


-Read through the
passage again.
-Read the text again
and answer to the
questions.


-Work in groups.
-take notes


-listen


-work in pairs



-Present in front of
the class



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Period:
Period:


Date of planning:
Date of planning:
Date of teaching:
Date of teaching:


Unit 3:


Unit 3:

WAYS OF SOCIALIZING


Lesson 2


Lesson 2 SPEAKINGSPEAKING
- Time:


- Time: 45 minutes45 minutes
-


- Knowledge: Knowledge: giving and responding to the complementsgiving and responding to the complements
-


- Aim: After the lesson, student will be able to


Practice speaking exactly and appropriately about the ways of socializing, based on the
vocabulary and structures that they have learnt in the lesson.



Make dialogues to practice giving and responding to compliments, based on the given
information


- Reference: teacher’s book
- Teaching aids: a poster


Procedure


T Content Teacher’s act Students’ act


4


10


* Warm-up:


Guessing word:
T: What is it?


T says that he has a word in his mind and he going to
give some information about the word. Members of
each group will listen and may stop at any infor. they
hear to guess what the word is. Each group has only
two chances to guess the word.


1. It’s a noun.


2. It has got ten letters.


3. It is an expression by word or action, or


admiration.


4. It shows one respect, give and respond your
feeling about things which are beautiful,
good, or interesting, etc.


What is the word?


Answer : COMPLIMENT


Task 1: Practise reading these dialogues, paying
attention to how people give & respond to
compliments in each situation.


Hang the table on the board.

Useful language:



Give compliments Respond to
compliments


- beautiful
- perfect


- I’ve never seen…
- terrific


- better
I think


-What a/an……you
have/ have got!


-How + adj/adv……
-You really have……


- Thanks


- That’s a nice
compliment
-I think


-I’m glad you like it.
Thanks. I think/
thought…………


-You must
have got to be
kidding.


-Give information
about the word


-The first group to tell
exactly what the word
is wins the game.


- Give the correct
answer.


-Elicit the unfamiliar
words.



- Ask Ss to look at the
information about
compliments in the
table.


-Move around to give
help


-Listen to the teacher.
-Work in groups
-Listen and find out
the answers.



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10


10


10


1


Task 2:


- Use suitable compliments in each dialogue, using
the cues.


David: You really have a beautiful dress. It is the
most beautiful dress I have seen.


Hung: Your motorbike is really terrific. Then…


Michel: I Though your


badminton was a lot better ….


Task3:


- Use suitable compliments in each dialogues,
Suggested:


- Thank you, Phil. I think you can do it as well as I
do.


- Thank you, Peter. That’s a nice compliment.
You must be kidding. I think it is acceptable


Task 4:


Make dialogues to practice giving and responding to
compliments, using the cues.


-Suggested


A nice pair of glasses


A: Your pair of glasses are really nice. I really like
them.


B: Really, Peter. I just bought it yesterday.
A new and expensive watch



A: You really have a new and expensive watch,
……… How did you get it?


B: Thank you, ……… My father bought it for me
on my birthday.


A new cell phone


A: Your new cell phone looks great. I have never
seen such a nice one before.


B: Thanks. I finally found a suitable one for me
Home work


-Prepare the next part.


-Explain.


-Move around to give
help.


-Give comments on
their conversations.


-Explain.


-Move around to give
help.


-Call on some pairs to


act out their


conversation in front of
the class.


-Give comments


-Divide the class into
small groups of 3 or 4
& gets them to discuss
the task.


-Go around to check
and help.


-After checking that all
the groups have


finished,
-Call on the


representative of each
group to report their
peer’ ideas. –check if
other groups would
have the same or
different ideas.
- Feedback


-assign homework



-Play the roles in the
dialogues.


-Work in pairs
-Some pairs perform.


-Work in pair


-Share with the other
pairs.


-Work in groups.


-Act out their


conversation in front
of the class.



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Period: Date of planning: Date of teaching:
Period: Date of planning: Date of teaching:


Unit 3:


Unit 3: WAYS OF SOCIALIZING
Lesson 3:


Lesson 3: LISTENINGLISTENING


Knowledge: listening to a social worker giving advice to young people on how to use the telephone


in their family.


Aims: After the lesson student will be able to develop extensive listening skills, understand the
listening text, use the information they have listened to for other communicative tasks.


Reference: teacher’s book


Teaching aids: pictures, a small poster.


Procedure



T Content Teacher’s act Students’ act


5’


5’


25


9


* WARM UP: Picture of a telephone


- What is it?


- Does your family have it?
- Do you often use it?


- Are you allowed to talk on the phone for over 5
minutes?



Let’s consider a situation in your book.


* Before you listen (p 34)


- Answer the teacher's questions.
+ They are greeting….


+ They are saying goodbye…
Listen & repeat


You are going to listen to Linda Cupple, a social
worker, advises young people on how to use the
telephone in her family.


* While you listen


Task 1: (p 35)


T 2.F


T 4.F


F 6.T


Task 2: (p 35)


Listen to part of Ms Linda Cupple’s talk again
and write the missing words



 Answer key:


1. agreed 2. to avoid
3. weekend 4. adults
5. walking 6. heart
7. kindness 8. to stick
(Noughts & crosses)


* After you listen (p 36)


Listen again. Summarize Ms Linda Cupple’s talk.
Suggested ideas:


- Length of time for each call
- Time for calling


- Calling late at night
- Calling at weekend


-show the picture
-ask questions


-ask ss to consider


-Ask


-run through the words
-set the scene


-get Ss to listen



-ask the answer
-check and correct
-run through the task
-get Ss to listen again
-feedback


-set the game
-correct Ss’ ans.


-introduce the task
-help ss


-look at it
-listen and
-answer


-listen and look at
their book


-Look at the pictures
in the textbook and
answer the questions.
-listen and repeat
-listen


-Listen to the tape
twice


-Work in pairs


-Correct the answers
-listen to the tape
-Work in groups


-take part in the
game.


-correct.



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1 HOMEWORK: Rewrite the summary -assign homework
Period: . Date of planning: Date of teaching:


Period: . Date of planning: Date of teaching:
Unit 3:


Unit 3:

WAYS OF SOCIALIZING


Lesson 4:


Lesson 4: WRITINGWRITING
Knowledge


Knowledge: using the words to build complete sentences, putting the jumbled sentences in : using the words to build complete sentences, putting the jumbled sentences in
their correct order and then rearrange them to write a complete paragraphs.


their correct order and then rearrange them to write a complete paragraphs.


Aim: After the lesson student will be able to use the words to build complete sentences in
Task 1, put the jumbled sentences in their correct order and then rearrange them to write the
complete paragraphs in Task 2.



Reference: teacher’s book.
Teaching aids: 1 poster.


Procedure
Procedure


T Content Teacher’s act Students’ act


5


10


29


1


Warm –up MATCHING
-Give the table on the board and


a. pointing at someone
b. being late for class
c. making mistakes
d. being into the
farewell


1. saying goodbye
2.admitting one’s
wrong doing


3.saying“I’m sorry I’m


late ”


4. being rule and
impolite


 Key: a+4; b+3; c+2; d+ 1


Task1: Use the words to make sentences.
Change the form of the verb.( No addition or
omission is required)


Key:


1. There are many ways to tell someone goodbye,
and most of them depend on the situation at hand.
2. However, there is one rule that all situations
observe: We seldom say goodbye abruptly.


3. In English it is necessary to prepare a person for
departure.


4.We lead into the farewell by saying something
pleasant and thoughtful like “I’ve really enjoyed
talking to you”


5.We might also say something relating to the time
like “Gosh, I can’t believe how late it is ! I really
must be going!”


Task 2:


Put the sentences of the two paragraphs below in
their right order. Write the re-ordered


paragraphs in the space provided.


Paragraph 1:



1. C 2. E 3. A 4. B 5. D


Paragraph 2:



1. C 2. E 3. B 4. A 5. D


Homework:


- Review the points that have been covered in the
lesson and do the exercise in the exercise book.
- Prepare for the next part.


-Ask Ss to match them
in correct orders.


-Check mistakes.


-Introduce the aims of
tasks in writing lesson.
In task 1


-Ask Ss to discuss how


to use suggested words
in sentences.


- Go around the class
to help


-Ask Ss to show their
key.


-Feedback.


-Point out some
common mistakes
made by Ss.


-Ask Ss to work in pair
to discuss the question
-Go around giving
help.


-assign homework


-Ss think what T
asks, give their key.
-Correct .


-Work in pairs and
discuss how to make
sentences with
required words.


-Compare their key
and show them.
-Correct


-Compare their
answers in pairs and
read aloud in front of
the class



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THE END
Period: Date of planning: Date of teaching:
Period: Date of planning: Date of teaching:


Unit 3:


Unit 3: WAYS OF SOCIALIZING
Lesson 5


Lesson 5: LAGUAGE FOCUSLAGUAGE FOCUS
Knowledge


Knowledge: * Pronunciation: stress in two syllable words.: * Pronunciation: stress in two syllable words.
* Grammar: Reported speech.


* Grammar: Reported speech.


Aims: By the end of the lesson student will be able to


- Put the right stress on the two-syllable words + Report the speech.
Reference: teacher’s book



Teaching aids: bb, color chalks,…


Procedure
Procedure


T Content Teacher’s act Students’ act


5’


19


20


1


Warm-up:


discuss-signal-report-instance-between-polite
student-across-language-waiting-famous


First syllable Second syllable




-…


 Stress in two-syllable words
I. Pronunciation



 Rules: sách bồi dưỡng, trang 35, 36 (3 dashes)
+ Listen and repeat


+ Practice these sentences


II. Grammar: Revision of reported speech
*Rules: Handouts


Exercise 1: Use reported speech


2.he worked for a big company
3.he was their marketing manager


4.the company had opened an office in HCMC
5.it had been very successful


6.he had been chosen to run an office in district 5
7. how long I had been studying E.


8. he didn’t have much time to enjoy himself.
9. I would come and visit him in HCMC.
10.he would be successful in HCMC.


Exercise 2:Read the dialogue & complete the
conversation Tuan had with Tung


2.was upset


3.was not interested



4.had promised to go to the cinema
5.had not turned up


6.did not want to see you
7.did not believe you had done
8.would talk to you later


9. had to be going then otherwise she would be late
for school.


-list out a set of words
and ask Ss to put these
words in correct
column


- introduce the new less


-model


-read aloud again
-call up some
-read the sent. twice
-go around to monitor


-pass the handouts
-Guide Ss how to do
-Do the first as an
example.



-Ask Ss to do the
exercise.


-Correct.


-introduce the Task


-Ask Ss to work in a
group of two then three
-ask the answers
-Give comment


-look at and listen to
the T


-do the given task


-copy down


-listen


-listen and repeat
-listen


-PW.


-receive and work
with T


-Work ind.



-Work in pair-group
-take notes


- listen



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